New The Ontario Curriculum Grades 9 and 10 · 2012. 12. 6. · 3 Introduction The Ontario Curriculum,Grades 9 and 10: Native Languages,1999 will be implemented in Ontario secondary

Ministry of Educationand Training

The Ontario CurriculumGrades 9 and 10

Native Languages

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Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Place of Native Languages in the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Program in Native Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Teaching Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Courses

Native Languages, Level 1, Open (NL1) (LNAAO – LNOAO) . . . . . . . . . . . . . . . . . . . 9

Native Languages, Level 2, Open (NL2) (LNABO – LNOBO) . . . . . . . . . . . . . . . . . . . 16

Native Languages, Level 3, Open (NL3) (LNACO – LNOCO) . . . . . . . . . . . . . . . . . . 23

Some Considerations for Program Planning in Native Languages . . . . . . . . . . . . . . . 30

The Achievement Chart for Native Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Explanatory Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Une publication équivalente est disponible en français sous letitre suivant : Le curriculum de l’Ontario, 9e et 10e année –Langues autochtones, 1999.

This publication is available on the Ministry of Education andTraining’s World Wide Web site at http://www.edu.gov.on.ca.

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Introduction

The Ontario Curriculum, Grades 9 and 10: Native Languages, 1999 will be implemented in Ontariosecondary schools starting in September 1999 for students in Grade 9 and in September 2000for students in Grade 10. This document replaces the sections in The Common Curriculum:Policies and Outcomes, Grades 1–9, 1995 that relate to Native languages, and the parts of thecurriculum guideline entitled Native Languages, Part A: Policy and Program Considerations, Primary,Junior, Intermediate, and Senior Divisions, 1987 that relate to Grade 10.

This document is designed for use in conjunction with its companion piece, The OntarioCurriculum, Grades 9 and 10: Program Planning and Assessment, 1999, which contains informationrelevant to all disciplines represented in the curriculum. The planning and assessment documentis available both in print and on the ministry’s website, at http://www.edu.gov.on.ca.

The Place of Native Languages in the Curriculum

Research on Native education confirms that when students develop the ability to communicatein a Native language, learning that language will reinforce, not interfere with, the learning ofEnglish, French, or other languages. In those Native communities where no Native language is spoken, the Native languages program will serve to introduce the Native language. In thosecommunities where some Native language is spoken, the program will assist in the developmentand maintenance of that language. In communities characterized by greater fluency in a Nativelanguage, the program will support the use of that language as the language of instruction inthose subjects that would be enhanced by the close relationship between language and culture.

For all students, learning a people’s language leads to a greater understanding and appreciationof that people’s way of viewing and classifying the world.

The Native languages program is not intended to make students fully bilingual; rather, theprogram offers students the opportunity to develop a functional command of a Native language,which can be expanded through further study or through contact with other speakers of the language.

Subject matter from any course in the Native languages program can be combined with subjectmatter from one or more courses in other disciplines to create an interdisciplinary course.The policies and procedures regarding the development of interdisciplinary courses are outlinedin the interdisciplinary studies curriculum policy document.

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Overview

All courses in the Native languages program cover oral communication, reading, and writing;vocabulary, language conventions, and grammar; and use of information technology. Studentsalso become familiar with the writing and sound systems of the language under study, anddevelop an appreciation of Native language and culture. All courses in the Native languagesprogram provide an opportunity for students to enhance their sense of cultural identity andself-worth. The Native languages that are recognized in the Native languages program are thefollowing: Cayuga, Cree, Delaware, Mohawk, Ojibwe, Oji-Cree, and Oneida. Students maystudy one or more of these languages in the program.

The courses in Native languages are not restricted to specific grades, so that students may beginthe study of one or more of the languages in any grade of secondary school. For this reason,progression is indicated by levels rather than grades. Five levels of courses in Native languagesare offered in the Native languages program in Grades 9 through 12. The courses offered areNative Languages, Levels 1, 2, 3, 4, and 5 (NL1, NL2, NL3, NL4, and NL5).

This document contains the curriculum expectations for NL1, NL2, and NL3. NL1 and NL2give students the opportunity to develop their ability to use basic words, phrases, and sentences.NL3 includes more complex expectations in all areas of communication and also integratesthe study of Native philosophy, spirituality, and values with the study of language.

NL1 is offered to students who have little or no background in a Native language. Studentswho begin the Native languages program with NL1 would normally complete up to NL4.

NL2 is offered to students who have studied a Native language for at least four years in elementaryschool, or who have successfully completed NL1 or a proficiency test. Students who begin theprogram with NL2 would normally complete their studies with NL5.

NL3 is offered to students who have successfully completed NL2 or who have successfullycompleted a test indicating proficiency at the NL2 level.

As outlined in The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment, 1999,the new curriculum for secondary school is organized into several types of courses. (See thedocument mentioned for a description of the different types of secondary school courses.)However, not all types of courses are available in every discipline. In the Native languages program, there is only one type of course – the “open” course.

The chart on page 5 lists the range of course codes for the courses in Levels 1 to 3 in theNative languages program. The course codes consist of five characters, as follows: the firstthree characters identify the language, the fourth character identifies the course level (i.e., A,B, and C refer to Level 1, Level 2, and Level 3, respectively), and the fifth character identifiesthe type of course (i.e., O refers to “open”). The first three characters for the Native languagecourses are as follows:

LNA – Cayuga LNM – MohawkLNC – Cree LNN – OneidaLND – Delaware LNO – OjibweLNL – Oji-Cree

The Program in Native Languages

5T H E P R O G R A M I N N A T I V E L A N G U A G E S

Courses in Native Languages, Levels 1–3

Course Course Course Credit Level Name Type Code Value Prerequisites

1 Native Languages Open LNAAO–LNOAO 1(NL1)

2 Native Languages Open LNABO–LNOBO 1 At least four years of study (NL2) of a Native language in

elementary school,successful completion of NL1, or demonstrated proficiency

3 Native Languages Open LNACO–LNOCO 1 Successful completion of (NL3) NL2 or demonstrated

proficiency

A Note About Credits. Students may earn more than one credit per grade in Native languagesby studying more than one Native language.

Courses offered in Native languages may be offered as half-courses, earning half-credits.Half-credit courses, which require a minimum of fifty-five hours of scheduled instructional time,must adhere to the following conditions:

– Courses offered as half-credit courses must include a selection of learning expectations fromall strands and must reflect the balance among strands that characterizes the full course.

– A course that is a prerequisite for another course may be offered as two half-courses, butthe student must successfully complete both parts of the course to claim the prerequisite.

– The title of each half-credit course must include the designation Part 1 or Part 2.A half-credit (0.5) will be recorded in the credit-value column of both the report card and the Ontario Student Transcript. Students are not required to complete both Part 1 andPart 2 unless the course is a prerequisite for another course that the student wants to take.

Teaching Approaches

The main teaching method for the courses outlined in this document is the communicativemethod. The aim is to teach language in a way that allows learners to use it in everyday speech.The communicative method emphasizes active use of the language in the classroom. Studentslearn to use the language in discussing issues and performing certain communicative functions.Their speaking practice is thus realistic and informal and helps them learn to express themselvesnaturally. Grammatical accuracy is important and is taught and practised.

Communicative language teaching can take many forms, depending on the emphasis favouredby the teacher. These include student-directed activities and multi-disciplinary strategies, inwhich language learning is related to other subject areas, such as geography and history.

In Native languages programs, teachers must work with the principal and the community toestablish realistic goals, choose the dialect and orthography, develop long-range plans, and takepart in the ongoing review of the program. It is also important for teachers to take part in

6 T H E O N T A R I O C U R R I C U L U M , G R A D E S 9 A N D 1 0 : N A T I V E L A N G U A G E S

organizing special school-wide events, such as Language Week. They should also encouragestudents in the Native languages program to use the Native language they are studying inschool projects, drama nights, and school clubs.

Teachers of languages such as English, French, and international languages make use of tech-niques and activities that are similar to those used by Native language teachers. For this reason,regular meetings to discuss strategies and activities can be very helpful. In particular, Nativelanguage teachers can adapt the activities and modify the materials used in other languageclasses for use in their program.

Curriculum Expectations

The expectations identified for each course describe the knowledge and skills that students areexpected to develop and demonstrate in their class work, on tests, and in various other activi-ties on which their achievement is assessed and evaluated.

Two sets of expectations are listed for each strand, or broad curriculum area, of each course.The overall expectations describe in general terms the knowledge and skills that students areexpected to demonstrate by the end of each course. The specific expectations describe theexpected knowledge and skills in greater detail.

The specific expectations are organized under subheadings. This organization is not meant toimply that the expectations in any one group are achieved independently of the expectationsin the other groups. The subheadings are used merely to help teachers focus on particularaspects of knowledge and skills as they plan learning activities for their students.

Some of the expectations are accompanied by examples, given in parentheses. These examplesare meant to illustrate the kind of skill, the specific area of learning, the depth of learning,and/or the level of complexity that the expectation entails. They are intended as a guide forteachers rather than as an exhaustive or mandatory list.

Some expectations for the Native language courses have been repeated in successive courses,thus reflecting both the complex and progressive nature of skills development and the fact thatstudents may be entering these courses with different previous experience in Native languages.

The expectations outlined for NL1, NL2, and NL3 apply to courses in all seven Native languagesthat are recognized for the purposes of the Native languages program: Cayuga, Cree,Delaware, Mohawk, Ojibwe, Oji-Cree, and Oneida.

Strands

The expectations for Native languages courses at the secondary level are organized into threestrands, which correspond to the three main areas of language use. The three strands are: OralCommunication, Reading, and Writing. The overall expectations in each strand provide abroad picture of what students will know and be able to do at the end of each course. All theknowledge and skills outlined in the expectations for each course support the objectives of theNative languages program, which includes controlled and unstructured language practice andmakes students aware of both the structural and functional workings of the Native languagebeing studied. The curriculum in all courses is designed to develop a range of essential skills inoral language, reading, and writing, including a foundation in spelling, grammar, and the skillsin using oral language accurately. Students will be expected to develop skills using print andelectronic media as learning resources.

7T H E P R O G R A M I N N A T I V E L A N G U A G E S

The requirements for grammar, language conventions, and vocabulary are listed for each coursein a section following the Writing strand.The specific skills and knowledge in these areas shouldbe developed in the context of oral communication, reading, and writing activities.

Oral Communication. The new Ontario Native languages curriculum places a strong emphasison helping students develop oral communication skills in order to understand and interactwith others, to express themselves clearly and with confidence, and to use various media tocommunicate their own ideas. Development of oral language provides the foundation thatenables students to learn to read and write. Because listening and speaking are inseparablein real-life situations, these skills should be developed together in the classroom.

Students should have numerous opportunities to use a Native language for real purposes andin real situations, for example:

– listening to a Native language spoken by live and recorded voices, by people of differentages, speaking at different rates and in different dialects;

– discussing subject matter, reading materials, personal concerns, and interests;

– preparing and giving oral presentations;

– playing roles in dramatizations and simulations;

– conducting surveys and interviews.

Reading. Reading in a Native language is a complex process that provides a bridge betweenspeech and writing. In learning to read texts, students build on the knowledge and skills developedthrough oral communication in order to understand and respond to written materials.Reading skills and knowledge should be developed after language has been introduced orallyin a meaningful context that encourages students to think about what they are reading. Oralpre-reading activities build a bank of vocabulary, set the context for the topic, and relate textsto the students’ experience or prior knowledge of a topic. These oral activities play an impor-tant role in making written texts accessible to students.

A well-balanced reading program will provide students with opportunities to read for comprehension, consolidation of language learned orally, vocabulary building, information,and enjoyment. By reading aloud, students practise correct pronunciation and intonation.

Students need to read a variety of materials representing different forms, genres, and styles,in particular the works of Native authors, and these materials must be appropriate to students’age, interest, and level of proficiency in a Native language. Materials should include signs,charts, menus, song lyrics, legends, poems, books, and selections from magazines, newspapers,and electronic sources.

Students will be using all the basic reading strategies (e.g., visual and verbal cues, informationfrom context, and knowledge of language patterns, conventions, and structures) to help themunderstand written texts.

Although the lists of expectations might suggest that the skills involved in reading are discreteskills, they are, in fact, aspects of an integrated process that is best applied in a context that studentssee as meaningful and that encourages them to think about what they are reading.

The lack of Native-language materials at present creates serious problems for the developmentof reading skills. Teachers, therefore, must be prepared to be innovative in creating materials,making use of available resources and adapting materials at hand for a variety of purposes.Teachers are also encouraged to share materials whenever possible.


Writing. The Native languages curriculum emphasizes the basic skills related to the conventionsof written language – grammar, spelling, and vocabulary – that must be acquired if students areto produce clear writing. Writing activities serve to support and reinforce the oral introductionof language components. Pre-writing activities promote vocabulary expansion, set the contextfor the topic, and draw on the students’ experience or prior knowledge of a topic.

As students read a variety of written texts, they increase and gain command over vocabularyand learn to vary sentence structure, organizational approach, and voice.To become good writerswho are able to communicate ideas with ease and clarity, students need frequent opportunitiesto write for a variety of purposes and audiences.

Writing activities that students see as meaningful and that challenge them to think creativelywill also help them achieve a fuller and more lasting mastery of the basic skills. Teachers willfind it necessary and even desirable at times to focus a lesson on a particular aspect of grammar,vocabulary, or spelling.

Writing is a complex process that involves a range of skills and tasks. Students need frequentopportunities to write and to apply the stages of the writing process, each of which focuses onspecific tasks. The main stages of the writing process are as follows: generating ideas throughdiscussion and brainstorming; choosing a topic and determining the purpose for writing andthe audience to be addressed; developing a plan for writing; writing a first draft; reviewingand revising to ensure ideas are presented clearly and coherently; editing and proofreading tocorrect spelling, grammar, and punctuation; and producing a final copy, incorporating visualelements, of the text.

Throughout the writing process, teachers should demonstrate specific aspects of writing andguide, facilitate, monitor, and evaluate the development of students’ writing.

The Native languages program should give students opportunities to use information tech-nology to create hypermedia works and videos, to publish (using desktop publishing) newsletters,drawings, cartoons, posters, and skits, and to communicate with other students learning aNative language elsewhere in the province or in another province or country.

This document provides a framework in English that each Native community can use to teachvocabulary and language structures in the local dialect and writing system. Since various Nativelanguages are used in Ontario and some have several dialects and different writing systems,it is the responsibility of each community to choose a dialect and an orthography for theNative languages program.

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Native Languages, Level 1, Open (NL1) (LNAAO – LNOAO)

This course is open to the entire student body and will allow students who have no priorNative language experience to develop an appreciation for a Native language and culture, toexplore and experience a unique world view, and to learn to speak a Native language. Studentswill use the language being studied for greetings and daily routines, become familiar with itswriting and sound system, and practise basic vocabulary and phrases. Students will also useinformation technology during course-related activities.


Oral Communication

Overall Expectations

By the end of NL1, students will:

• demonstrate basic listening skills;

• converse on familiar topics in structured situations;

• demonstrate an understanding of language structures and vocabulary in context;

• demonstrate an awareness of Native oral traditions (e.g., Native legends, stories, songs);

• use information technology to communicate in a Native language.

Specific Expectations

Reasoning and Critical Thinking


– demonstrate an understanding of informa-tion from illustrated stories or dialogues;

– arrange a set of illustrations in appropriatesequence after listening to a story read aloud;

– reconstruct dialogues, conversations, narra-tions, and presentations in sequencethrough artwork or oral expression;

– talk about basic oral texts, asking andresponding to specific questions;

– distinguish contrasts (e.g., singular/plural,negative/affirmative, assertive/interrogative);

– demonstrate an understanding of Nativelegends and stories enacted or told withvisual support.

Use of Words and Language Structures


– recite vowel and consonant sounds;

– use the sounds of the language to buildwords to do with familiar topics;

– express ideas, feelings, and opinions usingknown language structures;

– converse using simple and compound sentences;

– use basic greetings;

– respond to statements, questions, anddirectives given orally by the teacher;

– recite or sing simple rhymes and songs;

– participate in language games;

– represent and interpret a character in askit set in a Native community;

– retell simple Native legends and stories.

Media Communication Skills


– use information technology to:

– record a short dialogue to share withother students;

– listen to tapes of Native elders tellingstories;

– produce media works for listening orviewing;

– communicate in a Native language withother students.

11N A T I V E L A N G U A G E S , L E V E L 1 , O P E N ( N L I ) ( L N A A O – L N O A O )

Reading



• read simple material on familiar topics in structured situations;

• recognize language patterns and vocabulary that have been learned through oral work;

• read for comprehension of ideas;

• demonstrate an understanding of language conventions and vocabulary in simple texts;





– demonstrate an understanding of simpletexts;

– extract information from a written passage;

– identify the theme and supporting detailsof a story or poem;

– translate simple texts with the assistance ofa dictionary or word list.



– read aloud, enunciating words clearly andusing proper intonation;

– demonstrate an understanding of basicvocabulary in simple sentences;

– select, list, and define new vocabulary intexts;

– use all available cues (e.g., context, languagepatterns, form, graphic symbols) to deter-mine the meaning of new vocabulary;

– determine appropriate titles for passages orstories;

– follow simple written instructions;

– read a variety of simple texts;

– respond appropriately to written questions.




– locate reading material in the Native language;

– build a knowledge base on a Native topic;

– communicate in a Native language with other students.




• use a variety of simple and compound sentences;

• write on familiar topics, expressing ideas clearly;

• demonstrate accuracy in writing and a knowledge of linguistic conventions;





– distinguish between grammatical forms(e.g., number, gender, tense);

– identify word classifications (e.g., nouns,pronouns, verbs) in text;

– demonstrate an understanding of wordorder in simple sentences.



– write short sentences using correct punctuation;

– use a variety of familiar expressions andvocabulary correctly in written works;

– use new words accurately in sentences;

– communicate ideas (e.g., thoughts, feelings,experiences) clearly for specific purposes;

– use correct spelling of basic and newvocabulary;

– organize information into short para-graphs that contain a main idea andrelated details;

– write short pieces using a variety offorms;

– revise written work with the assistance ofclassmates and the teacher;

– use grammar, language conventions, andvocabulary appropriate to this course.




– write and record a short dialogue;

– edit with peers;


Writing


Structure of Native LanguagesA knowledge of the structure of a languageallows students to analyse and reflect on itsuse, thereby stimulating their interest in lan-guage itself, deepening their understandingof the language being learned, and helpingthem to develop their writing skills.Investigation and discussion of the rules ofsyntax and grammar that underlie the lan-guage patterns of the Native language understudy will complement language learning.Language patterns for the two Native lan-guage families in Ontario are different andthus listed separately.

Sentence StructureIn Native languages, sentences are expressedin a variety of ways that may include one ormore of the following parts of speech: verbs,nouns, pronouns, particles, and conjunctions.A whole sentence can be expressed by a verband its inflections, attained by adding one ormore affixes. Sometimes a particle can expressa complete thought. Sentences may also consistof one or more clauses that in English wouldbe parallel to simple, compound, complex,or compound-complex constructions.

Spelling StrategiesUse of:

– cluster and syllable recognition

– capitalization

– punctuation

– diacritical marks

– resources to confirm spelling (e.g., classroom-displayed lists, texts,dictionaries, information technology)

VocabularyUse of:

– basic vocabulary (sample list: numbersfrom 1 to 50; time; calendar; seasons;colours; domestic animals; buildings;objects in the classroom; family members;clothing; food; games)

– new words from units of study and personal and class word lists

– a Native–English dictionary to build vocabulary

Grammar, Language Conventions, and Vocabulary

Algonquian Language Family

Verbs• Type

– animate intransitive – inanimate intransitive– inanimate transitive– animate transitive

• Tense– present– simple past– intentional future

• Person– first, second, third– regular, irregular

• Number– singular– plural


• Order– imperative

– simple direct commands– independent

– simple statements– conjunct

– interrogative sentences– content questions

– complex sentences

• Negation– yes/no questions– simple negation

• Voice– active

Nouns• Type

– locative– diminutive– possessive– dependent– pejorative

• Gender– animate– inanimate

• Case– subject– object


• Person– third– proximate– obviative

Pronouns• Type

– personal– independent

– interrogative – demonstrative


• Person– first, second, third– proximate– obviative

Particles• Type

– question particle– conjunctions– quantifiers– adverbs indicating time, place,

manner, degree

Verbs• Classification

– subjective– one or two stems

– objective– one or two stems

• Conjugations– pronouns

– first, second, third person– personal

– singular (I, you, he, she, it)– plural (they [males], they [females],

all of you)– tenses– imperatives– interactive

• Incorporation– use of prefixes, infixes, suffixes

• Irregular verbs

Nouns• Classification

– formal– functional– animate– inanimate

• Independent possessives– singular, plural– use with locatives– use to indicate kinship

• Independent pronouns• Independent numeration

Iroquoian Language Family


• Independent locatives• Independent adjectives• Incorporation

– numeration – use with a verb – adjectival construction– pluralizers– locatives

Sentences• Types

– simple– compound– complex

• Gender agreement• Creation of negatives• Creation of questions

Particles• Type

– question particle– conjunctions– quantifiers– adverbs indicating time, place,

manner, degree

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Native Languages, Level 2, Open (NL2) (LNABO – LNOBO)

This course will enable students to experience the unique respect for life that permeatesNative languages and cultures. Students will expand their vocabulary and knowledge ofphrases and expressions, using them in simple dialogues, narrative writing, grammatical con-structions, and reading, and to exchange information electronically. This course is open to anystudent who has successfully completed at least four years of elementary Native languagesstudy, has successfully completed NL1, or demonstrates the required proficiency.

17N A T I V E L A N G U A G E S , L E V E L 2 , O P E N ( N L 2 ) ( L N A B O – L N O B O )

Oral Communication



• demonstrate a range of listening skills;

• converse on familiar topics in structured and open-ended situations;

• demonstrate an understanding of language structures and vocabulary in a variety of con-texts;

• demonstrate an understanding of Native oral traditions (e.g., Native legends, stories, songs,histories);





– demonstrate an understanding of informa-tion presented orally;

– interpret a dialogue, conversation, narration,or presentation;

– present simple ideas for class discussion;

– distinguish contrasts (e.g., singular/plural,negative/affirmative, assertive/interrogative,animate/inanimate, male/female/neuter);

– compare the creation stories of variousNative communities.



– use refined pronunciation and intonation;

– express ideas (e.g., thoughts, feelings,experiences) using known language structures;

– converse using simple and compound sentences;

– use greetings related to various social events;

– follow instructions from precise oraldescriptions;

– give other students directions for activities;

– respond to orally presented texts;

– ask and respond appropriately to questionsin a variety of situations (e.g., collectingand presenting information, excursions,role playing);

– use story patterns to create short oral narratives;

– participate in word games using theNative language;

– represent and interpret a character in aNative legend or story;

– retell Native legends and stories.




– record short dialogues to share with otherstudents;

– listen to tapes of Native elders tellingstories;

– produce media works for listening orviewing;



Reading



• read passages on familiar topics and infer the meaning of new words and language patternsin those passages;

• identify language patterns and vocabulary that have been learned through oral work;

• read for pleasure or information;

• demonstrate comprehension of a variety of reading materials;





– demonstrate an understanding of ideas in avariety of written materials;

– extract information from a written passage;

– identify the main ideas and supportingdetails in familiar reading material;

– translate passages with the assistance of adictionary or word list.



– read aloud familiar and new materials in away that communicates meaning;

– demonstrate an understanding of basicvocabulary in basic texts;

– select, list, and define new vocabulary intexts;

– read independently using several strategies(e.g., context, language patterns, form,graphic symbols) to determine the meaningof new vocabulary;

– identify different grammatical forms in text;

– follow detailed written instructions;

– read four to six texts of different forms(e.g., short essays, stories, legends, journals,media works) containing basic and newvocabulary;

– demonstrate an understanding of readingmaterials by participating in oral andwritten language activities (e.g., presentingdialogues and short narrations, asking andresponding to questions, retelling the storyin the student’s own words).




– locate reading material in the Nativelanguage;

– find factual information and the meaningof new vocabulary;

– build a knowledge base on a Native topic;





• use a variety of language patterns and vocabulary accurately;

• create a variety of written works, expressing ideas clearly;






– distinguish between grammatical forms(e.g., part of speech, number, gender, tense);

– demonstrate an understanding of genderand subject–verb agreement;

– demonstrate an understanding of prefixesand suffixes;

– demonstrate an understanding of wordorder and its relation to a Native worldview.



– write simple and compound sentences(unincorporated forms) using correctpunctuation;

– use a variety of familiar and new expressionsand vocabulary correctly in written works;

– communicate ideas (e.g., thoughts, feelings,experiences) for a variety of purposes;

– use correct spelling of basic and newvocabulary

– organize information into short para-graphs that contain a main idea andrelated details;

– produce various pieces of writing using avariety of forms;

– revise written work with the assistance ofclassmates and the teacher;


Writing




– create visual material for a presentation ona Native topic;





Structure of Native Languages

A knowledge of the structure of a languageallows students to analyse and reflect on itsuse, thereby stimulating their interest in lan-guage itself, deepening their understandingof the language being learned, and helpingthem to develop their writing skills.Investigation and discussion of the rules ofsyntax and grammar that underlie the lan-guage patterns of the Native language understudy will complement language learning.Language patterns for the two Native lan-guage of families in Ontario are differentand thus listed separately.

Sentence Structure

In Native languages, sentences are expressedin a variety of ways that may include one ormore of the following parts of speech: verbs,nouns, pronouns, particles, and conjunc-tions. A whole sentence can be expressed bya verb and its inflections attained by addingone or more affixes. Sometimes a particlecan express a complete thought. Sentencesmay also consist of one or more clauses thatin English would be parallel to simple, com-pound, complex, or compound-complexconstructions.

Spelling Strategies

Use of:


– capitalization

– punctuation


– contractions as they occur in rapid speech(Iroquoian)

– resources to confirm spelling (e.g., classroom-displayed lists, texts,dictionaries, information technology)

Vocabulary

Use of:

– basic vocabulary (sample list: numbersfrom 1 to 100; mathematical functions;wild animals; trees; plants; householditems; kinship relations; sports and equipment; daily and school routines;transportation;occupations)


– a Native–English dictionary to build vocabulary


Verbs

• Type– animate intransitive – inanimate intransitive– inanimate transitive – animate transitive

• Tense– present– simple past– intentional future– definite future

• Person– first, second, third– regular, irregular– proximate– obviative







– complex sentences– conditional

• Negation– yes/no questions– simple negation– prohibitive imperative

• Voice– active– passive

Nouns• Type

– locative– diminutive– possessive– dependent– pejorative





Pronouns• Type

– personal– dependent– independent

– interrogative – demonstrative– possessive



Particles• Type

– question particle– conjunctions– quantifiers– adverbs indicating, time, place, manner,

degree



– subjective– stem classifications (limited to four)

– objective– stem classifications (limited to four)

– transitive (limited to five)– intransitive (limited to five)


– first, second, third– personal

– singular– dual– plural

– tenses– imperatives– interactive

• Incorporation– use of prefixes, infixes, suffixes:

– with noun (limited to two)– in adjectival construction

(limited to two)– in quantitative construction

(limited to two)– pre-pronominal prefix combinations

– te- verbs (Mohawk)– de- verbs (Cayuga)

– negation – contrastive

• Irregular verbs



• Independent possessives– singular, dual, plural– use with locatives– use to indicate kinship

• Independent pronouns• Independent numeration• Independent locatives• Independent adjectives• Incorporation

– numeration – possessives– use with a verb (limited to two)– adjectival construction (limited to two)– pluralizers– locatives– quantitatives (limited to two)– qualitatives (limited to two)

Sentences• Types

– simple– compound– complex– compound-complex

• Gender agreement• Creation of negatives• Creation of questions• Creation of comparatives

Particles• Type

– question particle– conjunctions– quantifiers– adverbs indicating, time, place, manner,

degree


23

Native Languages, Level 3, Open (NL3) (LNACO – LNOCO)

This course will provide students an opportunity to expand their knowledge of a Native languageand of Native philosophy, spirituality, and values, and to enhance their identity and self-worth.Students will communicate by using a variety of phrases and expressions, create short conver-sations, skits, stories, and narratives, use information technology, and develop an awareness of thestructural and functional workings of a Native language. This course is open to students whohave successfully completed NL2 or who can demonstrate the required proficiency.


Oral Communication



• demonstrate listening skills in a variety of situations;

• converse on familiar and new topics in structured and open-ended situations;

• communicate ideas and information for a variety of purposes using new vocabulary and known expressions;

• demonstrate an understanding of language structures and vocabulary in a variety of contexts;

• use various forms of communication to express Native philosophy;

• demonstrate an understanding of the oral traditions of the language under study;





– analyse information presented orally;

– summarize the essential parts of a narrationor discussion;

– distinguish linguistic, structural, and conceptual contrasts (e.g., singular/plural,prefix/suffix, fact/opinion);

– demonstrate an understanding of Nativephilosophy;

– demonstrate an understanding of the his-tory of the Native language under study.



– use refined pronunciation and intonation;

– express ideas (e.g., thoughts, feelings,experiences) using a variety of expandedlanguage structures;

– converse using simple, compound, andsome complex sentences;

– use a wide range of greetings for manysocial occasions;

– follow instructions from a detailed oraldescription;

– give a precise oral description of a plan orinstructions;

– speak confidently in various situations;

– use a growing range of vocabulary on avariety of topics;

– describe in detail something they haveobserved or experienced;

– participate in word games using theNative language;

– represent and interpret a character in a classproduction of a skit with a Native theme;

– use interviews with elders or relatives toconstruct a family or community historyand present findings to class peers;

– retell Native legends, stories, and communityhistories with accuracy.




– produce and record short skits depictinga Native event;

– prepare and present weather or newsreports;

– make announcements in a Native language (e.g., on the school’s publicaddress system, at Native events, on localradio broadcasts);


25N A T I V E L A N G U A G E S , L E V E L 3 , O P E N ( N L 3 ) ( L N A C O – L N O C O )

Reading


By the end of NL3, the student will:

• read passages on familiar and unfamiliar topics and infer the meaning of new words and lan-guage patterns in those passages;

• identify language patterns and vocabulary that have been learned through oral work;

• read for a variety of purposes;

• demonstrate comprehension of a variety of reading materials;

• demonstrate an understanding of the history of the Native language under study;





– distinguish linguistic, structural, and con-ceptual contrasts (e.g., singular/plural, pre-fix/suffix, fact/opinion);

– identify the main ideas and supportingdetails in familiar and new reading materials;

– compare ideas, characters, events, and lan-guage conventions in various texts;

– compare the writing systems of twoNative linguistic groups;

– interpret multiple-episode stories;

– translate passages with the assistance of adictionary or word list.



– read aloud familiar and new materials in away that communicates meaning;

– demonstrate an understanding of basic andnew vocabulary in texts;

– read independently using several strategies(e.g., context, language patterns, form,graphic symbols) to determine the mean-ing of new vocabulary;

– identify different grammatical forms in text;

– follow detailed written instructions;

– read six to eight texts of different forms(e.g., short essays, stories, legends, journals,media works) containing basic and newvocabulary;

– extract material from texts to supportarguments or substantiate facts;

– make judgements and draw conclusions aboutcontent using information from a text;

– demonstrate an understanding of readingmaterials by participating in oral andwritten language activities (e.g., summa-rizing the content, asking and respondingto questions, analysing the text, expressingopinions on the text, comparing two texts).




– locate information on the history andwriting system of the language understudy;

– locate reading material in the Nativelanguage;

– communicate in a Native languagewith other students.


Writing



• express ideas in writing, using familiar and new vocabulary and language structures;

• demonstrate creativity and clarity in the communication of ideas, feelings, and information;






– paraphrase sentences or parts of sentencesthat cannot be translated literally fromEnglish;

– organize writing around a logicalsequence of events;

– demonstrate an understanding of word orderand its relation to a Native world view.



– write simple, compound, and complexsentences (incorporated forms) using cor-rect punctuation;

– use familiar and new combinations ofwriting patterns and vocabulary in a varietyof forms (e.g., stories, journals, skits, articles,notes, lists, book reports, and news articles);

– communicate ideas (e.g., thoughts, feelings,experiences) for a variety of purposes;

– use correct spelling of basic and newvocabulary;

– organize information into paragraphs thatcontain a main idea and related details;

– use resources to check the spelling andmeaning of new words;

– produce various extended pieces of writ-ing using a variety of forms;

– use a variety of regular and irregular verbscorrectly;

– write descriptions, using adjectival con-structions correctly;

– use various research techniques to locateinformation to include in a written report;

– use all the steps of the writing process toproduce a written product that has beenedited, proofread, and revised;






– heighten language awareness in thecommunity (e.g, through the use of theNative language in posters, at publicevents, for school announcements);




Structure of Native Languages

A knowledge of the structure of a languageallows students to analyse and reflect on itsuse, thereby stimulating their interest in lan-guage itself, deepening their understandingof the language being learned, and helpingthem to develop their writing skills.Investigation and discussion of the rules ofsyntax and grammar that underlie the lan-guage patterns of the Native language understudy will complement language learning.Language patterns for the two Native lan-guage families in Ontario are different andthus listed separately.

Sentence Structure

In Native languages, sentences are expressedin a variety of ways that may include one ormore of the following parts of speech: verbs,nouns, pronouns, particles, and conjunc-tions. A whole sentence can be expressed bya verb and its inflections attained by addingone or more affixes. Sometimes a particlecan express a complete thought. Sentencesmay also consist of one or more clauses thatin English would be parallel to simple, com-pound, complex, or compound-complexconstructions.

Spelling Strategies

Use of:


– capitalization

– punctuation


– contractions as they occur in rapid speech(Iroquoian)

– resources to confirm spelling (e.g.,classroom-displayed lists, texts, dictionaries,information technology)

– Native language lexicon

Vocabulary

Use of:

– basic vocabulary (sample list: numbersfrom 1 to 1000; mathematical functions;school activities; seasonal activities;weather; occupations; the arts - music,dance, film, painting, theatre; government;social events; social services)


– a Native English dictionary to buildvocabulary


Verbs• Type

– animate intransitive – inanimate intransitive– inanimate transitive– animate transitive

• Tense– present– simple past– intentional future– definite future– changed-form conjunct

• Person– first, second, third– regular, irregular– proximate– obviative







– complex sentences– conditional sentences

• Negation– yes/no questions– simple negation– prohibitive imperative

• Voice– active– passive

Nouns• Type

– locative– diminutive– possessive– dependent– pejorative– vocative





Pronouns• Type

– personal– dependent– independent

– interrogative – demonstrative– possessive– indefinite– reflexive



Particles• Type

– conjunctions– quantifiers– adverbs indicating, time, place, manner,

degree



– subjective– stem classifications

– objective– stem classifications

– transitive– intransitive


– first, second, third person:– personal

– singular– dual– plural

– tenses– imperatives– interactive

• Incorporation– use of prefixes, infixes, suffixes:

– with noun– in adjectival construction– in quantitative construction

– pre-pronominal prefixes– cislocative– translocative

– pre-pronominal prefix combinations– te- verbs (Mohawk)– de- verbs (Cayuga)

– negation – contrastive

• Irregular verbs



• Independent possessives– singular, dual, plural– use with locatives– use to indicate kinship

• Independent pronouns• Independent numeration• Independent locatives• Independent adjectives• Incorporation

– numeration – possessives– use with a verb– use in adjectival construction– pluralizers– locatives– quantitatives– qualitatives

Sentences• Types

– simple– compound– complex– compound-complex

• Gender agreement• Creation of negatives• Creation of questions• Creation of comparatives• Independent quantity statements• Adverbial phrases

Particles• Type

– conjunctions– quantifiers– adverbs indicating, time, place, manner,

degree


30

Teachers who are planning a program in Native languages must take into account considera-tions in a number of important areas. Essential information that pertains to all disciplines isprovided in the companion piece to this document, The Ontario Curriculum, Grades 9 and 10:Program Planning and Assessment, 1999. The areas of concern to all teachers that are outlinedthere include the following:

• types of secondary school courses

• education for exceptional students

• the role of technology in the curriculum

• English as a second language (ESL) and English literacy development (ELD)

• career education

• cooperative education and other workplace experiences

• health and safety

Considerations relating to some of the areas listed above that have particular relevance forplanning programs in Native languages are noted here. In addition, special consideration needsto be given to the importance of the involvement of the Native community in the developmentand implementation of Native languages programs.

Education for Exceptional Students. Because language instruction is a complex process,teachers of Native languages must adapt their teaching approaches and strategies to the needsof their students, as set out in their Individual Education Plan. Modifications might includethe following: adapting the course content (e.g., placing an emphasis on oral work); changingteaching strategies (e.g., modifying the pace at which new material is introduced as well as themethods and resources used to present it); and modifying assessment techniques (e.g., placingemphasis on oral work, extending time for tests). Some students may require specialized servicesor equipment (e.g., modified computers, advanced computer software). Because the study of alanguage promotes creative thinking and problem solving, as well as the development of essentialcommunication skills, these courses have particular benefits for exceptional students and increasetheir chances of success in other areas of the curriculum.

The Role of Technology in the Curriculum. Information technology provides a variety ofresources that can enrich Native language learning in unique and important ways. Theseresources include programs that enable Native language teachers to design individualizedcourses for students who are not as fluent in the language as the majority of students in theclass. Technology also offers students a rich variety of linguistic and cultural learning experi-ences that they might not otherwise have access to; for example, the Internet allows studentsto visit museums and cultural sites and to find reading material. In addition, students can usetechnology to communicate with students learning the same Native language elsewhere in theprovince or in other places around the world.

Some Considerations for Program Planning in Native Languages

31S O M E C O N S I D E R A T I O N S F O R P R O G R A M P L A N N I N G I N N A T I V E L A N G U A G E S

Career Education. Teachers in the Native languages program and course selection advisers havea responsibility to provide information about Native languages course offerings and careereducation guidance to all students. Students will gain self-confidence and cultural, cognitive,and interpersonal skills as they develop their ability to think and communicate in a Native lan-guage, particularly when it is an ancestral language. For Native students in these programs,learning a Native language will help build a positive self-image that will, in turn, become amotivating and sustaining force in their lives.

In addition to becoming aware of the many career opportunities available to bilingual or multi-lingual people, students will become aware of new technology- and information-based careersrequiring Native language skills. These careers are opening in Native communities in fieldssuch as education, administration, and software development.

Cooperative Education and Other Workplace Experiences.There are many ways in which studentsin the Native languages program can use their language skills.They can work in classroom settingsby helping teachers develop learning materials or by tutoring less skilled students. Local radiostations in Native communities provide opportunities for students to create Native languageprograms, commercials, and public service announcements. Students can apply their skills incommunity service activities, such as working in Native cultural and friendship centres andFirst Nations administration offices.

Involvement of the Native Community. The success of Native languages programs depends onthe awareness, support, and involvement of the Native community as a whole. Often onlyteachers in these programs and community elders advocate learning a Native language. However,the cultures, traditions, values, beliefs, and unique world view of Native people, which are allinherent in Native languages, could disappear if existing languages are not passed on to futuregenerations. In Native languages programs, it is particularly important for parents/guardians toreinforce the value of the Native language and culture.

In Native communities, consensus about and support for Native languages programs are essential.It is of utmost importance that speakers of Native languages be involved in local policy decisionsregarding orthography. Local Native organizations other than schools need to acknowledgeand endorse the efforts of students to revitalize Native languages. Members of the communityshould be encouraged to support the Native languages program by acting as resource personsin a variety of ways, such as offering to answer student questions or speaking with students inthe dialect. For example, local Native language newspapers could keep the issue of language inthe forefront by reporting on student activities in Native languages programs. Local radio stationscould provide programs where the vocabulary of a Native language is “taught”. Stations usingthe Native language could broadcast songs, chants, and stories that can be learned by listenersin the community. Local band administration offices could adopt policies that include Nativelanguages in the operation of the community, including in road and public building signage,community notices, and daily business. Public community functions could include a Nativelanguage portion in programming to demonstrate that Native languages are valued.

32

The Achievement Chart for Native Languages

The achievement chart that follows identifies four categories of knowledge and skills in Nativelanguages – Knowledge/Understanding,Thinking/Inquiry, Communication, and Application.These categories encompass all the curriculum expectations in courses in the discipline. Foreach of the category statements in the left-hand column, the levels of student achievement aredescribed.1 (Detailed information on the achievement levels and on assessment, evaluation, andreporting policy is provided inThe Ontario Curriculum, Grades 9 and 10: Program Planning andAssessment, 1999.)

The achievement chart is meant to guide teachers in:

– planning instruction and learning activities that will lead to the achievement of the curriculumexpectations in a course;

– planning assessment strategies that will accurately assess students’ achievement of the curriculum expectations;

– selecting samples of student work that provide evidence of achievement at particular levels;providing descriptive feedback to students on their current achievement and suggestingstrategies for improvement;

– determining, towards the end of a course, the student’s most consistent level of achievementof the curriculum expectations as reflected in his or her course work;

– devising a method of final evaluation;– assigning a final grade.

The achievement chart can guide students in:

– assessing their own learning;– planning strategies for improvement, with the help of their teachers.

The achievement chart provides a standard province-wide method for teachers to use in assessingand evaluating their students’ achievement. Teachers will be provided with materials that willassist them in improving their assessment methods and strategies and, hence, their assessment of student achievement. These materials will contain samples of student work (exemplars) thatillustrate achievement at each of the levels (represented by associated percentage grade ranges).Until these materials are provided, teachers may continue to follow their current assessmentand evaluation practices.

To ensure consistency in assessment and reporting across the province, the ministry will providesamples of student work that reflect achievement based on the provincial standard, and otherresources based on the achievement charts. As these resources become available, teachers willbegin to use the achievement charts in their assessment and evaluation practices.

1. The levels of achievement should not be confused with the Native languages course levels.

33T H E A C H I E V E M E N T C H A R T F O R N A T I V E L A N G U A G E S

To support this process, the ministry will provide the following:

– a standard provincial report card, with an accompanying guide– course profiles– exemplars– curriculum and assessment videos– training materials– an electronic curriculum planner

When planning courses and assessment, teachers should review the required curriculumexpectations and link them to the categories to which they relate. They should ensure that allthe expectations are accounted for in instruction, and that achievement of the expectations isassessed within the appropriate categories. The descriptions of the levels of achievement givenin the chart should be used to identify the level at which the student has achieved the expec-tations. Students should be given numerous and varied opportunities to demonstrate theirachievement of the expectations across the four categories. Teachers may find it useful to pro-vide students with examples of work at the different levels of achievement.

The descriptions of achievement at level 3 reflect the provincial standard for student achieve-ment. A complete picture of overall achievement at level 3 in a course in Native languages canbe constructed by reading from top to bottom in the column of the achievement chart headed“70–79% (level 3)”.


Categories

Knowledge/Understanding

– knowledge of therequired linguisticelements (grammar,vocabulary, spelling,derivatives)

– understanding ofmaterials read (e.g.,passages, texts,resource materials)

– understanding of relationships betweenthe Native cultureand the language

Thinking/Inquiry

– critical and creativethinking skills

– inquiry skills (e.g., formulating questions;planning; selectingstrategies andresources; analysingand interpretinginformation; formingconclusions)

50–59% (Level 1)

– demonstrates limitedknowledge of therequired linguisticelements

– demonstrates limitedunderstanding ofmaterials read

– demonstrates limitedunderstanding of rela-tionships between theNative culture andthe language

– uses critical andcreative thinking skills with limited effectiveness

– applies few of theskills involved in aninquiry process

60–69% (Level 2)

– demonstrates someknowledge of therequired linguisticelements

– demonstrates someunderstanding ofmaterials read

– demonstrates someunderstanding of rela-tionships between theNative culture andthe language

– uses critical and creative thinking skills with moderate effectiveness

– applies some of theskills involved in aninquiry process

70–79% (Level 3)

– demonstrates consid-erable knowledge ofthe required linguisticelements

– demonstrates consid-erable understandingof materials read

– demonstrates consid-erable understandingof relationships betweenthe Native cultureand the language

– uses critical and creative thinking skills with considerableeffectiveness

– applies most of theskills involved in aninquiry process

80–100% (Level 4)

– demonstrates thoroughknowledge of therequired linguisticelements

– demonstrates thoroughand insightful under-standing of materialsread

– demonstrates thoroughand insightful under-standing of relation-ships between theNative culture andthe language

– uses critical and creative thinking skillswith a high degree ofeffectiveness

– applies all or almost all of the skillsinvolved in an inquiry process

Achievement Chart – Native Languages, Levels 1–3

The student:

The student:

35T H E A C H I E V E M E N T C H A R T F O R N A T I V E L A N G U A G E S

Categories

Communication

– communication ofinformation and ideas(orally and in writing)

– use of symbols andvisual images

– use of language(grammar, vocabulary,including specialterminology)

– communication fordifferent audiencesand purposes

– use of various formsof communication

Application

– application of ideasand skills in familiarcontexts

– transfer of concepts,skills, and proceduresto new contexts

– application of procedures, equip-ment, and technology

– making connections(e.g., between per-sonal experiences andthe subject, betweensubjects, and betweensubject(s) and theworld outside theschool)

50–59% (Level 1)

– communicates infor-mation and ideas withlimited clarity

– uses symbols andvisual images withlimited accuracy and effectiveness

– uses language withlimited accuracy

– communicates with alimited sense of audi-ence and purpose

– uses the various formswith limited command

– applies ideas and skillsin familiar contextswith limited effectiveness

– transfers concepts,skills, and proceduresto new contexts withlimited effectiveness

– uses procedures,equipment, and tech-nology safely and correctly only withsupervision

– makes connectionswith limitedeffectiveness

60–70% (Level 2)

– communicates infor-mation and ideas withsome clarity

– uses symbols and visual images withsome accuracy and effectiveness

– uses language withsome accuracy

– communicates withsome sense of audi-ence and purpose

– uses the various formswith moderate command

– applies ideas and skillsin familiar contextswith someeffectiveness

– transfers concepts,skills, and proceduresto new contexts withsome effectiveness

– uses procedures,equipment, and tech-nology safely and correctly with somesupervision

– makes connectionswith some effectiveness

70–80% (Level 3)

– communicates infor-mation and ideas withconsiderable clarity

– uses symbols and visual images withconsiderable accuracyand effectiveness

– uses language withconsiderable accuracy

– communicates with aclear sense of audi-ence and purpose

– uses the various formswith considerablecommand

– applies ideas and skillsin familiar contextswith considerableeffectiveness

– transfers concepts,skills, and proceduresto new contexts withconsiderable effectiveness

– uses procedures,equipment, and tech-nology safely and correctly

– makes connectionswith considerableeffectiveness

80–100% (Level 4)

– communicates infor-mation and ideas witha high degree of clarity,and with confidence

– uses symbols and visual images with ahigh degree of accu-racy and effectiveness

– uses language with a high degree of accuracy

– communicates with astrong sense of audi-ence and purpose

– uses the various formswith a high degree ofcommand

– applies ideas and skillsin familiar contextswith a high degree ofeffectiveness

– transfers concepts,skills, and proceduresto new contexts witha high degree of effectiveness

– demonstrates and promotes the safe andcorrect use of procedures, equip-ment, and technology

– makes connectionswith a high degree ofeffectiveness

The student:

The student:

36

Explanatory Notes

The following definitions of terms are intendedto help teachers and parents/guardians use thisdocument.

Active voice. A form of the verb indicatingthat the subject of the sentence is performingthe action. See also passive voice.

Adjectival construction. The addition ofan affix that works like an adjective to modifya noun or verb.

Adverb. A word expressing a relation ofplace, time, circumstance, manner, cause,degree, etc., e.g., quite, gently, then, and there.

Affix. A prefix, infix, or suffix that is addedto a noun, pronoun, or verb to modify themeaning.

Agreement. A grammatical relationshipbetween different parts of speech indicatingthe same number, gender, case, or person.

AI verb (VAI) (Algonquian). An intransi-tive verb of which the subject is animate.

Algonquian languages. A group ofAboriginal languages spoken from Labradorto the Carolinas between the Atlantic coastand the Rocky Mountains. The languagesspoken in Ontario include Cree, Delaware,Odawa, Ojibwe, Oji-Cree, and Potawatomi.

Animate (Iroquoian). Anything that is livingand breathing. See also gender - animate(Algonquian).

Bound locative. An affix attached to a nounthat indicates location. See also locative.

Cislocative. A prefix attached to a verb typically to describe movement towards thespeaker (for verbs of motion) or to carry themeaning “there” (for verbs of position).See also locative and translocative.

Cluster. Three or more consonants thatusually appear together.

Comparative (Iroquoian). A word used toexpress a comparison of two entities, denot-ing a degree of difference in quality, quantity,or relation.

Complex sentence. A sentence containinga main clause and one or more subordinateclauses.

Compound sentence. A sentence containingtwo or more main clauses.

Conjugation. The inflection of a verb.The changes to the form of a verb to showperson, number, and time; e.g., first, second,or third person; singular or plural; past,present, or future.

Conjunct order of the verb. A form ofthe verb used in subordinate clauses or con-tent questions; joined with question wordssuch as when, who, how, or where. See alsoindependent order of the verb.

Contraction. A word resulting from thefusing of two or more words by omittingletters or sounds.

Contrastive prefix (Iroquoian). A verb pre-pronominal prefix that negates verbs thatdo not have a modal pre-pronominal prefix;can be used to mean “a different kind of ”.

Conventions. Accepted practices or rules inthe use of language.

C-stem (consonant stem) (Iroquoian).A stem that begins with a consonant.

Cues, non-verbal/visual. Aspects of communication that convey meaning with-out the use of words; e.g., facial expressions,gestures, body language; illustrations, typeface,and punctuation.

Cues, verbal. Aspects of spoken languagethat convey meaning, e.g., intonation oremphasis.

37E X P L A N A T O R Y N O T E S

Decessive suffix (Iroquoian). A suffix thatadds the meaning “deceased” or “former”.See also preterit (Algonquian).

Delayed imperative (Algonquian). A verbexpressing commands or requests that are tobe carried out at a later time.

Dependent noun (Algonquian). A nounstem that requires a possessive pre-noun.

Diacritical mark. A mark added to a symbol or character to alter its value;e.g., pronunciation, voicing, devoicing, etc.

Dialect. One of the various forms of a lan-guage.

Diminutive affix. An affix that indicatesthat the noun to which it is attached is small.

Exclusive. The first person plural form ofthe verb indicating that the person beingspoken to is excluded from the action of theverb. See also inclusive.

Formal noun (Iroquoian). A word used toidentify an object or person and that acts likea proper noun in English.

Functional noun (Iroquoian). A word thatdescribes the use of an object by its function,appearance, texture, sound, or taste.

Gender. A grammatical classification ofnouns and related words that display con-trasts such as masculine/feminine/neuter(Iroquoian) and animate/inanimate(Algonquian). The gender of a noun oftenaffects other parts of speech with which thenoun must be in agreement.

Gender - animate (Algonquian). A gram-matical classification of a noun that refers to a living thing or to a non-living thing thatis classified as living.

Gender - inanimate (Algonquian). A gram-matical classification of a noun that refers tothings that are classified as non-living or toliving things that are classified as non-living.See also animate (Iroquoian).

II verb (VII) (Algonquian). An intransitiveverb of which the subject is inanimate.

Imperative verb. The form of the verb inwhich commands are given.

Inanimate (Iroquoian). A grammatical cate-gory for things or objects that are not living.See also gender - animate (Algonquian).

Inclusive. The first person plural form ofthe verb indicating that the person beingspoken to is included in the action of theverb. See also exclusive.

Incorporation. A grammatical structurethat joins two or more parts of speech in oneword. See also independent (Iroquoian).

Independent (Iroquoian). A single wordthat carries its meaning independently.See also incorporation.

Independent order of the verb. A formof the verb that expresses a completethought without modifying clauses. See alsoconjunct order of the verb.

Infix. An affix inserted into a noun, pronoun,or verb to modify the meaning.

Interactive. A prefix or an infix that refers totwo or more parties involved in the action.

Interrogative verb. The form of a verbthat asks a question.

Intonation. The rising and falling of thevoice; the extension of the sound of a wordin speech.

Intransitive verb. A verb that does not takean object.

Iroquoian languages. A group ofAboriginal languages of the eastern part ofCanada and the United States. The languagesspoken in Ontario include Cayuga,Mohawk, Oneida, Onondaga, Seneca, andTuscarora.

Irregular verb. A verb that has no predictablepattern of conjugation. See also regular verb.

Joiner word (Iroquoian). An article,conjunction, or particle.

Kinship term. A word used to identifypeople who are related.


Locative. An affix attached to a noun orverb that indicates location and relationship.See also bound locative, cislocative, andtranslocative.

Media communication skills. Skills relatedto the use of electronic devices such as taperecorders, video equipment, computers, etc.

Media works. Works in print or on television, radio, the World Wide Web, film,video, etc.

Modal (Iroquoian). Of or denoting themood of a verb.

Native language portfolio. Audio and/orvideo tapes and written material collected orproduced by a student.

Negation. A process through which mean-ing is contradicted by using affixes.

Noun. A person, place, thing, or abstraction.

Number. The distinction between singular,dual, and plural elements.

Objective verb (Iroquoian). A verb thatrefers to the receiver or goal of an action;indicates that the subject has little controlover the action. See also subjective verb.

Obviative (Algonquian). A suffix added to a noun or verb stem that makes a clear dis-tinction between two or more remote thirdpersons. See also proximate (Algonquian).

Open-ended situations. Situations in whichopinions are expressed and personal questionsare answered, e.g., interviews, impromptudialogues, presentations, videos, etc.

Oral language structure. A verbal structureused in speaking.

Orthography. An orderly system of writingin which a symbol or character is associatedwith each syllable.

Particle. A short uninflected word or partof speech, such as an article, a preposition, aninterjection, a conjunction, or an adverb.

Passive voice. A form of the verb indicatingthat the subject of the sentence is receivingthe action. See also active voice.

Pejorative. A suffix that indicates that thenoun to which it is attached is unattractiveor undesirable.

Person. The form of a pronoun and verbthat distinguishes the speaker, the person or thing spoken to, or the person or thingspoken of; e.g., first person, second person,third person, and third person proximate andobviative.

Plural. A noun, pronoun, or verb form indi-cating “more than one”.

Pluralizer (Iroquoian). A suffix that indicatesplurality.

Possessive. A word, prefix, or suffix thatindicates possession.

Prefix. A letter or combination of lettersadded to a noun, pronoun, or verb to modifythe meaning; also called pre-nouns and pre-verbs in the Algonquian languages.

Pre-pronominal prefix. A prefix that pre-cedes a pronominal prefix.

Preterit (Algonquian). A form of a noun or verb showing action in the absolute past.See also decessive suffix.

Prohibitive imperative (Algonquian).A verb expressing negative commands orrequests.

Pronominal prefix. A prefix that occurson most nouns and on all verbs; such pre-fixes carry the meaning conveyed by pro-nouns.

Pronoun - demonstrative. A word thatmay be used instead of a noun or nounphrase to indicate “which”; e.g., this, that,these and those.

Pronoun - indefinite. A word that may beused instead of a noun or noun phrase toindicate a vague “who” or “what”; e.g., some-one, anyone, no one, something, anything, andnothing.

Pronoun - interrogative. A word that maybe used instead of a noun or noun phrase tointroduce a question; e.g., who, whom, which,or what.

39E X P L A N A T O R Y N O T E S

Pronoun - personal. A word that may beused instead of a noun or noun phrase toindicate “who”; e.g., I, you, he, she, we inclu-sive, and we exclusive.

Pronoun - personal - bound/depen-dent. A pronoun prefix that indicates per-son(s).

Pronoun - personal - free/indepen-dent. A single word that may be usedinstead of a noun to indicate person(s).

Pronoun - reflexive. An affix in theobjective case that is identical to the subject.

Proximate (Algonquian). A prefix added toa noun or verb stem that clarifies the primarythird person. See also obviative.

Quantifier (Algonquian). A word thatdescribes number or quantity.

Question particle (Algonquian). A wordused in posing simple yes/no questions.

Regular verb. A verb that conforms to apredictable pattern of conjugation. See alsoirregular verb.

Simple narrative. Information or a storyusing known vocabulary and phrases.

Singular. A noun, pronoun, or verb formindicating “one”.

Stem. The part of a word to or from whichprefixes and suffixes are added or removed.

Structure. The way in which a language isorganized, such as morphological structure,syntactic structure, phonological structure,and semantic structure.

Subjective verb (Iroquoian). A verb thatrefers to the doer of an action; indicates thatthe subject has a degree of control over theaction. See also objective verb.

Suffix. A letter or a combination of lettersadded to a noun, pronoun, or verb to modifythe meaning.

Syllabic script. A writing system in whicha symbol represents a syllable.

TA verb (VTA) (Algonquian). A transitiveverb of which the object is animate.

Tense. The form of a verb that indicatestime, e.g., past, present, and future.

TI Verb (VTI) (Algonquian). A transitiveverb of which the object is inanimate.

Transitive/interactive pronominal prefix. A prefix that indicates two groups of people or objects, the doers and thenon-doers.

Transitive verb. A verb that takes anobject.

Translocative (Iroquoian). A prefixattached to a verb typically to describemovement away from the speaker (for verbsof motion) or to indicate a far-away location(for verbs of position). See also cislocativeand locative.

Verb. A word that expresses an action, a stateof being, or the relation between things.

Vocative noun (Algonquian). A noun thatindicates the one being addressed.

Voluntative verb(Algonquian). The formof the verb that expresses desire, intention,or future time; also called “intentive”.

Word pattern. The particular arrangementof a group of words that have elements incommon with respect to meaning, spelling,and/or sound.

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The Ministry of Education and Training wishes toacknowledge the contribution of the many indi-viduals, groups, and organizations that participatedin the development and refinement of this curriculum policy document.

ISBN 0-7778-8350-3

98-099

© Queen’s Printer for Ontario, 1999

Printed on recycled paper

New The Ontario Curriculum Grades 9 and 10 · 2012. 12. 6. · 3 Introduction The Ontario Curriculum,Grades 9 and 10: Native Languages,1999 will be implemented in Ontario secondary

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